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Semester 2 PID Exam 3 > Life Cycle > Flashcards

Life Cycle Flashcards

1
Q

Bowlby attachment styles

A
  1. Secure (almost 2/3 of infants in the developed world)
  2. Anxious-ambivalent (preoccupied)
  3. Anxious-avoidant (dismissing)
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2
Q

Holding environment

A

In the relationship of the environment, kids have several basic needs

  1. Attachment
  2. Responsive balance of stimulation and soothing
  3. Separation and individuation through exploration
  4. Self-determined activity
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3
Q

Piaget Birth to age 2

A

Sensorimotor

Link movement with senses

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4
Q

Piaget 2-6

A

Preoperational
language to structure memory
magical thinking

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5
Q

Piaget 6-11

A

concrete operational - start using rational thought but need to see it and touch it

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6
Q

Piaget adulthood

A

formal operational - think through things that they cant see

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7
Q

Schema

A

a general framework that provides a model for understanding some aspect of the world

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8
Q

Assimilation

A

making new information fit into existing schemata

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9
Q

Accomodation

A

changing existing schemata in light of new info

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10
Q

Equilibrium

A

Back and forth process of experiencing the world and adjusting understanding is

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11
Q

Infancy - major task

A

to learn trust through appropriate and attuned responsiveness leading to a secure attachment

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12
Q

Neurological Development

A

Critical factor in accomplishing developmental tasks

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13
Q

Primary psychological task

A

to establish a secure attachment to one person leading to basic trust

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14
Q

The orchid hypothesis

A

Constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation

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15
Q

The big 5

A 
neuroticism
extraversion
openness to experience
agreeableness
conscientiousness
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16
Q

Sensitive and attuned parenting in creating a secure attachment requires caregiver to

A

Be aware of baby signals
Accurately interpret baby signal
Respond appropriately
Respond promptly

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17
Q

As a result of sensitive and attuned parenting, infants

A

cry less
develop a wider repertoire of communication
are more obedient to the commands of the mother

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18
Q

Stranger Anxiety

A

begins 6/8 - peaks 10/14

Distress with unfamiliar person indicates good development

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19
Q

Stranger anxiety requires

A

ability to remember mothers face
compare it with another face
realize the difference
realize mother is not there

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20
Q

Transitional object

A

An object to which a child forms an attachment, and aids in the development of the capacity of self-soother

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21
Q

Toddler 18-3 years

A

self assertion and increased bodily control and self regulation

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22
Q

Toddlers and preschoolers in your office

A 
talk about it
make a book
answer questions
do it by proxy with doll or stuff animal
be honest
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23
Q

Connecting with small children

A 
introduce yourself
talk directly to the child
find something to comment on
let them try a tool if you have one
tell them what youre going to do before doing it
stickers or hand stamps are good
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24
Q

Sex differences

A

biological

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25
Q

Gender differences

A

cultural differences in the bx and roles of males and females

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26
Q

Erikson Birth - 1 year

A

Trust vs. Mistrust

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27
Q

Erikson 1-3

A

Autonomy vs Shame and Doubt
independence and self assertion - I do it
Capacity to say no

28
Q

Erikson 3-5

A

Initative vs. Guilt
Beginning to confrom to societal expectations
begin to see self as member of community

29
Q

Erikson 5 - 11

A

Industry vs. Inferiority
marked increase in comparison to others
deevlop self esteem

30
Q

Eriksn 11-21

A

Identity vs Role Confusion
who am I
Eploration and commitment
Difficult - high baseline rates of emotional distress

31
Q

Erikson 21-40

A

Intimacy vs Isolation
young adulthood
ned to find commitment and deep lasting emotionally intimiate relationships

32
Q

Erikson 40-60

A

Generativity vs. Stagnation Raise the next generation

capacity to contribute meaningfully in the world

33
Q

Erikson 60-death

A

Integrity vs. Despair

review of life and make sense and meaning of it

34
Q

Classical Conditioning

A

Conditioning of involuntary responses

Pavlov dogs footsteps came to be associated with food leading to salivation in response to footsteps

35
Q

Operant Conditioning

A

Condiitioning of voluntary behavior
reinforcement will always make a bx more likely
Punishment will always make a bx less likely

36
Q

Zone of proximal developemnt

A

the level of skills that a learner can accomplish with the help from someone else

37
Q

ADHD

A

symptoms start before age 12 and are present in more than 1 setting
occurs in 5% OF CHILDREN AND 2.5% OF ADULTS

38
Q

Symptoms of ADHD

A 
Carelessness
Difficulty concentrating
Not listening
Failure to complete tasks
Difficulty organizing tasks
Avoidance of tasks that require sustained effort
Frequently losing items
Forgetfulness
39
Q

Consequences of ADHD

A 
reduced school performance 
social rejection
inc neg interactions
reduced occupational performance
elevated risk of conduct disorder
elevated substance use
elevated risk of injury
40
Q

strategies for working with kids with ADHD

A 
stay calm
dontpersonalize misbehavior or attribute it
Focus on strengths
be persistent 
offer clear strcuture
focus on reqards rather than punishements
offer quiet environment
channel child's need to move
41
Q

Autism Spectrum Disorder

A

Inability to engage in normal covnersation
Reduced sharing of interests and emotions
Deficits in nonverbal communication
Deficits in devleoping and understadning relationships

42
Q

Strategies for working with kids with ASD

A 
focus on pos reinforcement
break task into small steps
pick goals that are manageable 
be consistent
be aware of emotions
create visuals
validate feelings
offer low stimulus enivornment 
ignore challening bx
give choices with parameters
Use positive language
43
Q

Cerebral Palsy

A

imapiremnt in areas of brain that control motor function
Heterogenous group of non progressive disroders
Wide range of severity from mild to severe
might be weakness or stiffnes/spasticity

44
Q

Kohlberg Level 1

A

Preconventional
Stage 1 = heteronomous morality (end of preschool)
Stage 2 = instrumental morality (7-8)

45
Q

Kohlberg Level 2

A

Conventional
Stage 3 = good child moratlity (10-11)
Stage 4 = law and order mentality (adolescence to early 20s)

46
Q

Kohlberg level 3

A

postconventional
Stage 5 = social contract reasonging
Stage 6 = universal practices

47
Q

Gilligan critique

A

all participants were male
G argued that women tend to reason more out of morality and care whcih is in the lower stages
subsequent research shows no differences

48
Q

Early adolescence

A 
10-13 
quest for autonomy from family 
period of testing authority 
body image issues are common
anxiety about body issue 
little impulse control - want quick gratification
49
Q

Middle adolescence

A 
14-17
less interested in parents and more interested in peers
conformity with peer group 
attractvieness to peers is major concern
reasoning begins to develop
50
Q

Late adolescence

A 
17-21
relationships with parents are renegotiated and typically improve 
values mirror that of family 
peer values are less important 
body image is realistic
51
Q

Parenting ways to optimize adolescent outcomes

A

clear standards
firm but not coercive
consistent discipline
explain basis for decisions

52
Q

No exploration, no commitment

A

identiy diffusion

53
Q

exploration and no commitment

A

moratorium

54
Q

no exploration and commitment

A

foreclosure

55
Q

Exploration and commitment

A

identity achievment (56% by age 24

56
Q

Heterosexism

A

prejudice against individuals and groups who display non heterosexual behaviors or identities

57
Q

Facets of job satisfaction

A 
work itself
compensation
promotions
supervision
coworkers
58
Q

Job characteristics model

A 
skill variety
task identity 
task significance 
autonomy
feedback
59
Q

Job satisfaction is correlated with

A

longevity

moderately with work performance

60
Q

Job dissatisfaction is correlated with

A

turnover

lack of career development within the organization

61
Q

Burnout is likely to occur when

A 
workload demands exceed one's capacity
responsibility for outcomes are not matched by authority to influence those outcomes
lack of pay or other recognition
lack of interpersonal support
workplace is unfair
conflict of values
62
Q

What doesnt change with aging

A

need for community
presence of emotion
personality

63
Q

What does change with aging

A

social networks diminish in number
senses dim
negative emotions become less frequent
self regulation improves; physical reserves decline
meaningful activities are prioritized more

64
Q

Factors that can complicate grief

A 
highly conflicted or dependent relationships with the deceased
sudden violent death or traumatic death
death of a child
multiple losses in short period
Ambiguous deaths (abducted children)
Stigmatized deaths (suicide, AIDS)
Hx of depression or psychiatric illness
Hx of trauma or unresolved loss
Lack of social support
65
Q

What to do when you are seeing someone who is grieving

A

acknowledge the loss
try to understand what they are feeling and validate their feelings
Invite the person to share about the person
Avoid trying to fix the problem - just listen
Offer resources
Avoid saying to let go

Semester 2 PID Exam 3 (1 decks)

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